Chapter 13: Transitions in Career Development: Transforming School Counseling

This chapter examines the impact of career-related legislative mandates in the United States and how they have influenced the lives of students. In the continuum of state and federal legislative mandates, it is important to embrace them in order to reveal that comprehensive developmental career counseling programs can continue to provide meaningful education to students. Career theory and student activities are highlighted in relation to the world-of-work and post-secondary transitions. The revised postsecondary career transition tool used for New Mexico’s 8th-12th grade students is presented as an example of an individualized career education plan that spans the K-12 curriculum.

Economic impacts, student demographic makeup, multicultural issues, performance standards and benchmarks, accountability, and educational reform are considerations for school officials who provide comprehensive developmental career education services. In addition to these variables, legislative mandates continue to propel school counselors and educators to investigate career education planning and development (Olguin, Blalock, & Hamilton, 2005). The supporting career development literature for this chapter targets career development, preparation of students for successful [post-secondary] transitions, diversity, and accountability (Bemak, 2005; Bloch, 2004; Flores & Heppner, 2002; Lau, Nicholls, Thorkildsen, & Patashnick, 2000; Nietupski, McQuillen, Berg, Daugherty, & Hamre-Nietupski, 2001; Savickas, 2003). Legislative mandates continue to shape career education (Dagley & Salter, 2004), therefore, it remains important to infuse mandates into existing school counseling and academic curricula. This chapter provides an abridged overview of career-related legislative mandates and reforms in three states, legislative impact on education, career development in schools, and recommendations for developing career-related activities.